Holes John Willmott School
Year: 8
Objectives
Reading: 4. review their developing skills as active, critical readers who search for meaning using a range of reading strategies;
Term:
Week: 1
LESSON 1
5. trace the development of themes, values or ideas in texts;
10. analyse the overall structure of a text to identify how key ideas are developed, e.g. through the organisation of the content and
the patters of language used
Word/sentence activity
(10 minutes)
Introduction
(10 minutes)
Development
(30 minutes)
Plenary
(10 minutes)
Discuss devices authors
might use in their
opening paragraphs to
hook the reader
Shared reading of photocopied version of
opening page of Holes. Identify devices
Sachar uses to ‘hook’ the reader.
Pupils to write on
whiteboards/paper,
devices that an author
might use to ‘hook’ the
reader.
Drop that clause.
What is Camp Green Lake really like?
Discuss initial impressions and place key
points on board.
Read up to chapter 7.
Teacher choice
Possibly use
commercially produced
materials e.g. Badger
Starter kits
Narrative technique. Read chapter 7, the story
of Stanley Yelnats.
Pupils annotate the rest of the
chapter in pairs. (Pupils then move
on to write their own opening to a
novel, focusing on ‘hooking’ the
reader by using similar devices to
Sachar. (Again, refer to pupil prompt
sheet, if necessary).
Pupils, individually or in pairs, to
make notes on Camp Green Lake
under headings such as food,
dormitories, other inmates, those in
authority, work, ‘rules’, etc.
Focus on pupils using
evidence/quotations to back up their
points. Place helpful page references
on board. Opportunity for guided
reading.
Pupils to analyse the similarities and
differences between the stories.
Focus on themes, etc. Pupils then to
find a way of representing both plots
diagrammatically. (See prompt sheet
– weaving the story).
LESSON 2
LESSON 3
Each pupil/pair to read out
a quotation and comment
on what it reveals about
life at Camp Green Lake.
Pupils labelled A and B. A
tells the Elya story and
then B tells Stanley’s
story.
Differences/similarities
summarised on board.
Homework
Pupils to draft an opening
paragraph about their
school or place they live in
the style of Holes. (See
sheet).
Holes John Willmott School
Year: 8
Term:
Week: 2
LESSON 1
LESSON 2
LESSON 3
Objectives
Sentence: 1. combine clauses into complex sentences, using the comma effectively as a boundary signpost and checking for fluency
and clarity, e.g. using non-finite clauses; : 2. explore the impact of a variety of sentence structures, e.g. recognising when it is effective to
use short direct sentences;
Reading: 10. analyse the overall structure of a text to identify how key ideas are developed, e.g. through the organisation of the content and the
patterns of language used;
Writing: 17. integrate evidence into writing to support analysis or conclusions, e.g. data quotation;
Speaking and listening: 2. tell a story, recount an experience or develop an idea, choosing and changing the mood, tone and pace of delivery
for particular effect
Word/sentence activity
Introduction
Development
Plenary
(10 minutes)
(10 minutes)
(30 minutes)
(10 minutes)
Varying sentences for
different
Place pages 41-42 on an OHT transparency
(in pack). Analyse devices Sachar uses to
make the yellow spotted lizard sound
believable? Also, how does he make it sound
menacing?
Recap the hardships Stanley endures at Camp Green Lake. Collate on
board. Then move on to the ‘video diary’ activity. Teacher to model first
or provide and example from a virtual reality television programme such
as ‘I’m a Celebrity…..’
See ‘The Fiction Pack’i
Complex sentences and
commas
Collate pupils ideas about the warden on
board – role on the wall.
Pupils to create a sinister creature of
their own, employing similar
techniques to those used by Sachar.
Read up to, and including, chapter
12. Remind pupils that in chapter 9
Stanley writes to his mother to tell her
about Camp Green Lake. In the letter
he doesn’t tell her the truth because
he doesn’t want to worry her – so he
tells some white lies. Recap the lies
he tells. Following teacher modelling,
pupils should complete the letter.
(See pupils prompt sheet).
Explain you will be reading chapters
13 – 16 and adding ideas to the role
on the wall. Shared reading at times
to highlight key points and identify
how Sachar uses language to create
character. (See examples of extracts
in pack). Pupils to write about how
the Warden is presented in Holes.
Emphasise the need to provide
evidence to support points.
Re-cap the devices
Sachar used when
describing the yellow
spotted lizard. Apply
criteria to own animals.
Pupils read each other’s
work . Identify devices
used to make Camp green
Lake sound better than it
is.
Devices used by Sachar
to create character.
Homework
Complete letter
Holes John Willmott School
Year: 8
Objectives
Term:
Sentence: 1. combine clauses into complex sentences, using the comma effectively as a boundary signpost and checking for fluency
and clarity, e.g. using non-finite clauses;
Reading: 7. identify the ways implied and explicit meanings are conveyed in different texts, e.g. irony, satire;
Writing: 6. experiment with figurative language in conveying a sense of character and setting:
Speaking and listening: 15. explore and develop ideas, issues and relationships through work in role
Week: 3
LESSON 1
LESSON 2
Word/sentence activity
(10 minutes)
Introduction
(10 minutes)
Adjectives to describe
villains.
Read up to, and including, chapter 20.
Discuss how the author establishes character
in chapter 20. Consider words/phrases that
made the Warden appear powerful and/or
sinister such as the use of powerful verbs to
describe Mr Sir’s pain on page 91; sentence
length and structure; the fact many of her acts
appear harmless but then turn out to be
vicious, etc. Shared reading.
In pairs, pupils to write another
chapter focusing on the sinister
nature of the Warden. Formative
assessment piece
They could place her in a different
context in order to reveal her sinister,
sadistic nature. (See pupil examples
in pack).
Opportunity for teacher modelling and
guided writing.
Read chapters 21-24. On a photocopied version of page 111, pupils to identify 6 words
or phrases and comment on what they add to the text. Teacher may underline relevant
words/phrases beforehand. Pupils to records their ideas on a table like the one
enclosed.
Read to the end of the first book..
LESSON 3
Development
(30 minutes)
Analyse the Kate Barlow story. In
groups pupils should tell the story
from the point of view of one of the
iii
other characters. ‘The Fiction Pack’
Plenary
(10 minutes)
Homework
Share chapters.
Identify ways the Warden
has been made to appear
sinister and powerful.
Analyse one of the
descriptions of female
villains in ‘The Fiction
Pack’ii
Volunteers to underline
one word/phrase on OHT
version of extract and
comment on the effect it
has on them as readers.
Pupils to identify
similarities between the
Kate Barlow story and the
story of Stanley. (See
‘Digging into the past’ for
ideas).
Write the newspaper
report that would have
been written about the
Kate Barlow incident.
Holes John Willmott School
Year: 8
Term:
Week: 4
LESSON 1
LESSON 2
LESSON 3
Objectives
Sentence: 6. devise their own ways to improve their spelling, building on strategies from Year 7 including: b) applying spelling rules and
recognising exceptions; f) drawing on word structures, families and derivations;
Reading: 4 review reading strategies; 10. analyse the overall structure of a text to identify how key ideas are developed, e.g. through the
organisation of the content and the patterns of language used;
Writing: 8. develop an imaginative or unusual treatment of familiar material or established conventions, e.g. updating traditional tales;
language used
Word/sentence activity
(10 minutes)
Introduction
(10 minutes)
Development
(30 minutes)
Plenary
(10 minutes)
Homework
Words related by root or
spelling.
Discuss with pupils – what are their
expectations of part 2 of the novel?
In pairs, pupils list devices
Sachar uses to create
tension in part 2 of the
novel. Predict how they
think the story will
continue – use clues to
support views.
Teacher to decide
Recap events so far in
Holes. Begin ‘the story
starts when…’ each
pupil/pair to contribute
where previous
pupil/pair leave off.
Place key
words/phrases on
board.
Spelling rules: revise.
Then ask pupils to write
lists of examples
starting with Stanley
Yelnats.
Explain that not all authors tell their stories
chronologically; some choose to do something
different in order to create
atmosphere/interest, (e.g. Wuthering Heights).
In pairs, arrange the story outline boxes in
chronological order.
Read chapters at the beginning of
Chapter 29, Louis Sachar develops a
mini-climax. Shared reading and text
marking to identify ways Sachar does
this. (See annotated version).
Pupils should then complete enclosed
spider diagram to show how Sachar
creates tension in chapters 29-32.
Discuss how Louis Sachar organised
Holes and why he chose this method.
Design a flow chart, to show the
structure of the story.
Pupils could then look at ways of restructuring a well known story such
as Cinderella (see enclosed).
Pupils to complete enclosed grid on
the significance of the Big Thumb,
etc.
Role on wall activity for
the Big Thumb, etc. What
are pupils certain of?
What are they inferring?
What are the clues?
Read chapters 32-36. Ask pupils to consider
the significance of Big Thumb, the Mary Lou
and the peach flavoured ‘sploosh’ as they
read. Discuss.
Discuss the importance of
story structure. What other
devices might an author
use to create greater
interest?
Holes John Willmott School
Objectives
Sentence: b) applying spelling rules and recognising exceptions; readers who search for meaning using a range of reading strategies;
Reading: 5. trace the development of themes, values or ideas in texts;
Writing: 3. use writing for thinking and learning by recording ideas as they develop to aid reflection and problem solving;
Speaking and listening: 10 use talk to question
Year: 8
Term:
Week: 5
LESSON 1
LESSON 2
LESSON 3
Word/sentence activity
(10 minutes)
Introduction
(10 minutes)
Development
(30 minutes)
Plenary
(10 minutes)
Spelling rules: revise
then ask pupils to write
lists of their own
examples
Spray diagram on board to collate ideas on
what pupils have learned about the
relationship between Zero and Stanley.
Provide page references so pupils can refer
back.
Place the words ‘then’ and
‘now’ on the board.
Pupils, in pairs, think up
words to describe how the
relationship between Zero
and Stanley used to be
and words to describe
how their relationship is
now.
Role on the wall –
Stanley’s character. In
pairs pupils add a word,
which shows what they
know about Stanley
(outside) and a word
which shows what they
think about Stanley
(inside).
Teacher choice
Read chapters 40-42. In pairs, pupils think up
questions to ask Stanley about his experience,
especially those that may clarify an issue
raised in the starter activity.
Read chapters 36-9. Explain the
focus will be looking at how the
relationship between Zero and
Stanley has developed. Teacher
might enlarge a particular extract
which lends itself to close scrutiny.
Pupils to work in pairs to track the
changing relationship between
Stanley and Zero (See worksheet).
Less able pupils will need page
references and sentence starters to
support their learning.
Hot sear Stanley. If time allows, hot
seat Zero also.
Possible assessment piece
Place the definition of the word ‘theme’ on board. In pairs, list what they think are the
main themes in ‘Holes’. Discuss Pupils may come up with some of the following:
friendship, magic, the past influencing the future, destiny, etc. Identify other places in
the novel where these themes can be identified. Groups research one particular theme
and report back.
Alternatively, whole class, in pairs, study the theme of power in Holes
English and Media Centre ‘The Fiction Pack’ 2002
English and Media Centre ‘The Fiction Pack’ 2002
iii
English and Media Centre ‘The Fiction Pack’ 2002
i
ii
Homework
Add/amend ideas to role
on the wall.
See worksheet entitled
‘empathising with the
characters’.
Summarise in one
sentence what Sachar is
saying about power in his
novel?
Identify common themes
from Almond Eyes.